Presentation Critical Thinking GEL - Kuctl

Discussion of Example One: This assignment will allow graphic design students the opportunity to demonstrate their ability to formulate a logical solution to a problem related to graphic design. You can see that the assignment includes a problem by requiring students to identify a magazine with cover design problems; to apply critical thinking skills by requiring students to determine target audience appeal factors; to formulate a solution by requiring students to suggest design elements; and to examine the solution by requiring students to determine effects of the redesign on readers. Nursing Course (NU270) Sample: Critical Thinking Outcome Measured: GEL 8.4 Use Principles of Sound Reasoning to [cognitive activity in the field of study or topic area] Assignment Description: In preparation for your transition to a professional nursing role, you will examine an issue currently facing the nursing landscape. In this project, you will identify your local community health care resources and research how these organizations impact the health of your community. Student Instructions: To prepare for this project, visit the websites for your village, city, or townships and your State Department of Health to assess needs of the community. Next, identify an issue based on the needs of your community and develop a solution to the issue. This issue must be related to a problem that can be impacted by the role of the community nurse. In your project, you will develop a plan to address the issue in your community. Organize your paper to effectively discuss the following components: your needs assessment to identify the issue; factors you have identified that impact the issue; current management of the issue; an analysis of possible solutions to the issue; and the plan you propose to address the issue. Discussion of Example Two: This assignment will allow nursing students the opportunity to demonstrate their ability to use principles of sound reasoning to identify an issue in the field of nursing and develop a solution. You can see that the assignment requires the student to identify and analyze a problem by requiring students to identify a community issue related to nursing; to design and examine a solution by requiring students to analyze solutions; and propose a plan to the nursing issue. Legal Studies Course (LS490) Sample: Critical Thinking Outcome Measured: GEL 8.1 Apply Critical Thinking to Construct Persuasive Arguments Assignment Description: Listen to the speeches by Martin Luther King and George Wallace concerning the issue of segregation and analyze the transcript of those speeches. Identify views of philosophers or philosophical theories discussed during the term that relate to these speeches. Analyze the statements of each speaker 2011 Kaplan University

What does each statement imply regarding their views on the following legal philosophical issues? The legitimacy of positive law versus natural law A subject’s duty to obey the law How law should or should not be used to promote the common good Harm to others principle as justification for his views The roles paternalism and autonomy should play in determining the aims of law The role morality should play in determining the aims of law Identify the statements in the speech that support your position. Justify your arguments by referencing the views of philosophers or philosophical theories discussed during the term. Discussion of Example Three: This assignment will allow students to demonstrate their ability to apply critical thinking to construct persuasive arguments in the field of legal studies. You can see that this assignment requires students to identify issues by requiring students to identify the views of philosophers; prioritize the facts by requiring students to determine the implications of statements and views; and support decisions by requiring students to justify their arguments. 2011 Kaplan University

Slide 12 ASSESSING THE CRITICAL THINKING GEL 2011 Kaplan University One common element in all definitions of critical thinking is good judgment in assessing information about the world, and assigning value to that information. When we teach students critical thinking, we are training students to weigh and consider information, reasoning, arguments, and ideas. We are cultivating judgment in making sound and thoughtful decisions. In this section of the presentation, you will learn how to assess the Critical Thinking GEL. 2011 Kaplan University

Slide 13 Assessing of Student’s Critical Thinking Skills Recognize and assess the critical thought process Tailor assignments Pose questions that raise curiosity and promote argument Provide regular feedback 2011 Kaplan University Instructors must be able to recognize and assess the critical thought process in discussion postings and written assignments, and we should tailor our assignments in the classroom to support this process. Faculty members are accustomed to assessing discipline-specific reasoning skills. However, in order to incorporate critical thinking skills and assessment of those skills into their courses, instructors should pose questions that raise students' curiosity and promote argument as a learning style through class discussions, discussions posts, and specific research and writing assignments. These assignments and discussions can be related to misconceptions and biases on multiple topics and issues that both students and instructors encounter as a normal part of classroom interaction and the learning process. It is important that students practice their critical thinking skills and receive regular feedback from their instructors in every discipline and in most of their classes. 2011 Kaplan University

Slide 14 Assessing Arguments or Issues Use principles of organization and focus Arrange ideas in logical sequences Reread and review assignments 2011 Kaplan University When using critical thinking skills to assess an argument or issue, students should be taught to use principles of organization and focus by ensuring that the issue is clear and that the argument does not deviate from the main focus of the topic. Students should be coached to arrange their ideas in a logical sequence, to be complete in expressing their main supporting points, and to reread and revise their assignments prior to submitting them. 2011 Kaplan University

Slide 15 Creating Critical Thinking Assessments Create discussion board or seminar posts that deepen meaning Help students understand the term “critical” Encourage students to elaborate on reasoning 2011 Kaplan University Instructors can create discussion board and seminar posts that draw on what the student has said while inviting them to investigate the topic or issue on a deeper level. Instructors should help students understand that the term “critical” does not mean judgment or criticism when used in the context of critical thinking evaluation and assessment. Students should be encouraged and often required to elaborate on the reasoning that brought them to their positions and conclusions. 2011 Kaplan University

Slide 16 Understanding Critical Thinking Provide Examples Case Study Analysis Debates Role Playing Application Problems 2011 Kaplan University Instructors can help students to understand the critical thinking process by providing examples of how problems of ambiguity or poor communication or logic can be eliminated to make students' positions on issues stronger. In the classroom, and in seminars or discussion boards, instructors can use case study analysis, role playing, and debates to encourage critical thinking while employing the use of critical questions and application problems to challenge students to reassess others' and their own opinions and conclusions. 2011 Kaplan University

Slide 17 Seeking Reasons and Evidence Emphasize the importance of seeking reasons and evidence Ask students “Why?” Ask students to provide foundation and evidence for their ideas 2011 Kaplan University When interacting with students, instructors can emphasize the importance of seeking reasons and evidence to help students support their opinions. Asking students “Why?” in a nonthreatening manner is a good practice to incorporate into classroom and seminar discussions. An alternative might be to ask students questions such as “Would you say a little more about that?” or “Could you elaborate on that?” Probing students’ reasons and asking them to provide some foundation and evidence for their ideas is a key element of the critical thinking process. Students should also be encouraged to listen to and attempt to understand opposing or alternative points of view and opinions. 2011 Kaplan University

Slide 18 Asking Critical Thinking Questions Questions for Clarification Could you put it another way? Can you explain further? Questions that Problem Assumptions Would that always be the case? What could we assume instead? Questions that Probe Reasons and Evidence What are you implying by this? What is an alternative? Questions About Viewpoints or Perspectives Can anyone see this issue in another way? What might be an alternative viewpoint? 2011 Kaplan University Additional questions for students that encourage them to engage in critical thinking include the following: Questions for clarification: “Could you put it another way? Can you explain further?” Questions that probe assumptions: “Would that always be the case? What could we assume instead? Questions that probe reasons and evidence: “What are you implying by this? What is an alternative?” Questions about viewpoints or perspectives: “Can anyone see this issue in another way? What might be an alternative viewpoint?” To assess the thinking process in discussion postings, seminars, classroom discussions, and written assignments, instructors should look for evidence of students’ open-mindedness and willingness to alter opinions after considering new facts and ideas. Student work should exhibit sound logic and reasoning, avoiding fallacies in their arguments, and students must be able to offer credible support for their ideas. 2011 Kaplan University

Slide 19 PROPERTIES Allow user to leave interaction: Show ‘Next Slide’ Button: Completion Button Label: After viewing all the steps Show upon completion Next Slide Introduction: Click on each tab to see an example of how to use the Critical Thinking GEL rubrics to assess an assignment. Assignment Directions: At the end of this course, you will submit an analysis project in which you will apply the critical thinking skills and techniques you have studied. You will write a “Letter to the Editor” on an issue that matters to you. You will devote the last two weeks of the course to writing a persuasive editorial that critically analyzes opposing positions. There is no specific length requirement, however, a well-researched editorial would be approximately 4- 8 pages, and would properly cite all sources using APA citation format. You will prepare for the Final Project throughout the term by completing the following tasks: In Unit 3, you will analyze an advertisement by providing an assessment of the effectiveness of arguments presented and identify any potential logical fallacies that are being used. In Unit 5, you will write a short argument paper in which you present a strategic argument on an issue that matters to you. In Unit 7, you will analyze a political cartoon from a major newspaper or news source. Your task will be to assess the editorial cartoon and provide an assessment of the effectiveness of the arguments and images being used. Assignment Overview: 2011 Kaplan University

The Final Project itself is due at the end of Unit 9 and will bring together all of the skills you learn throughout the term. You will use specific argumentative strategies to present your point of view and persuade others to accept your conclusions. You will assess your own arguments and those of opposing views for soundness and identify common fallacies. You will analyze the information in your resources for reasonableness, relevance and sufficiency. You will compose a persuasive argument and articulate your stance in a manner that is reasonable and forwards rational dialogue. In other words, you will use critical thinking to demonstrate your own views and persuade others to accept your conclusions. You will be provided with additional instructions on the Final Project in later units. For now, please consult with your instructor if you are anxious to get started on this assignment or have further questions about it. It is best to start thinking immediately about the goal of the Final Project. Your goal is to present a clear and strategic argument for a specific view point on an issue of your choice. You will also support that view by assessing opposing viewpoints. Possible topics for the Final Project include any topic that has recently been in the news and that matters to you. It should be an issue that has an opposing argument to your specific position and there should be ample resource material available for you to analyze arguments against your position. The key to this assignment is to remember that editorials letters are written on topics are controversial enough to persuade readers to a specific viewpoint. An editorial piece is not the same as researched news reporting; rather, it is an informed opinion offered to open or further rational dialogue about a specific issue. A good editorial should analyze documented arguments for and against. Your Final Project is more than merely an academic exercise, it allows you to apply the skills you’re developing to something that really matters to you as you identify fallacious arguments and compose sound arguments to support your own position. For example, a Final Project on the Electoral College would strive to argue for or against the need to have this system rather than elections by popular vote alone. In your editorial, you would use your own ideas in the various types of argumentative styles we will study. In addition, you will analyze the arguments with opposing views and demonstrate that you have the stronger position by identifying the fallacies we will study to highlight the holes in opposing arguments. For guidance on writing a persuasive argument paper or on using APA citation format, please visit the Kaplan University Writing Center or check the APA Quick Guide Link on the course home page. You should also read Chapter 1 of your text on Persuasive Communication. Throughout the term you will have the opportunity to review editorials written for the Washington Post via the RSS feed on the course home menu. Assignment Rubric: 2011 Kaplan University

For this assignment, you would assess students using the Critical Thinking GEL 8.1 Outcome Rubric. Click on the photo to the right to further examine the rubric. For a downloadable copy of the rubric, please click the link below: Critical Thinking GEL 8.1 Outcome Rubric 2011 Kaplan University

Slide 20 Congratulations! You have completed this presentation! 2011 Kaplan University Congratulations! You have completed this presentation! 2011 Kaplan University

2011 Kaplan University Slide 3 Critical Thinking GEL Outcomes GEL 8.1: Apply critical thinking to construct persuasive arguments GEL 8.2: Use principles of sound reasoning GEL 8.3: Formulate a logical solution to a problem GEL 8.4: Use principles of sound reasoning to [cognitive activity in field of study or topic area] GEL 8.5: Apply critical thinking to [topic or field area]